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Based on scientific and theoretical analysis, this article describes the interpretation of the definition of the essence of the “written speech” concept and its multi-component system of creation. The authors identified psychological and pedagogical, linguistic, and psycholinguistic aspects of written speech disorders. Specific and non-specific disorders of writing as a mental action, which is a complex multifaceted process in the organization of which all three blocks of the brain actively participate, are analyzed. The authors consider dysgraphia (agraphia), сdysphonological (paralytic; phonemic) and metalanguage dysgraphia (dyspraxic; due to a violation of language analysis and synthesis); dysorphography (morphological; syntactic)as specific disorders. Writing disorders due to delayed mental development, mental retardation, and pedagogical neglect are defined as non-specific disorders. The article examines in detail the main functions and operations that ensure the writing process, which made it possible to study the state of writing components maturity of preschoolers with speech development disorders, and the main conditions for successful writing skill mastering were determined. It was found that writing skills formation is ensured by the coordinated interaction of speech and motor, speech and auditory, visual and motor analyzers, and functional blocks of the brain. The authors substantiated the corrective and preventive methodic of the prerequisites for written speech mastering of children with speech disorders, which is based on the development of auditory functions and operations, the development of visual functions and operations, and the improvement and development of prediction with the selection of tasks according to the principle of gradual complication and saturation with difficult-to-pronounce phonemes., На основі науково-теоретичного аналізу в статті охарактеризовано інтерпретацію визначення сутності поняття «писемне мовлення» та його багатокомпонентну систему створення; виявлено різні аспекти порушень писемного мовлення у сфері логопедії; проаналізовано специфічні та неспецифічні порушення письма; детально досліджено основні функції та операції, які забезпечують процес письма, що дало змогу вивчити стан сформованості компонентів письма у дошкільників з порушеннями мовленнєвого розвитку та визначити основні умови успішного оволодіння навичкою письма; обґрунтовано корекційно-попереджувальну методику передумов опанування писемного мовлення у дітей з ПМР, як регулятора розвитку слухових функцій та операцій, розвитку зорових функцій та операцій, удосконалення та розвитку прогнозування.

The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying

В статье рассматривается влияние жанра устного дискурса на частоту и распределение ошибок в речи детей с первичным недоразвитием речи. The given paper is devoted to an urgent and underinvestigated issue - the impact of the genre of oral discourse on the frequency and distribution of errors in the speech of children with primary developmental speech/language disorder. Russian logopedic literature contains no linguo-statistical studies of speech/language errors of children with primary speech underdevelopment. The current study aims at experimental testing of the hypothesis that the distribution of errors may depend not only on linguistic competence, but also on the genre of the discourse produced by the child.

В статье рассматриваются вопросы изучения коморбидности речеязыковых и двигательных процессов у детей дошкольного возраста с дизартрией. The article looks at the is-sues of studying the comorbidity of speech-language and motor processes in preschool children with dysarthria that are urgent for the modern logopedic theory and practice.

В статье рассмотрены механизмы нарушения речи у детей с нарушениями артикуляционного аппарата, показана роль артикуляции и речевых кинестезий в формировании фонематической системы. The article analyzes the main results of the use of a systemic approach to the study of speech disorders in children in the scholarly papers of Professor Z. A. Repina. The review considers the mechanisms of speech disorders in children with articulatory disorders and clarifies the role of articulation and speech kinesthesias in the formation of the phonemic system. Based on the identification and analysis of the leading defects in the mechanisms of speech disorders in rhinolalia and dysarthria, the scholar demonstrates the significative function of the phoneme as a unit of the phonemic system and describes the possibilities of its study and formation through the semantics of a word, a sentence, and a text.In the formation of the phonemic system of children with impaired articulation apparatus, an important role is given to the development of phonemic awareness and phonemic analysis.

В статье рассматриваются методы и способы взаимодействия логопеда с родителями по развитию эгоцентрической речи у детей дошкольного возраста. The authors of the article emphasize the importance of organizing early support for children with disabilities. Special emphasis is placed on the involvement of the family in the process of rehabilitation. The methods and tecniques of interaction between specialists and parents are enumerated, and the content of such interaction (information on age-related indicators of development of impressive and expressive speech, as well as specific features and indicators of the development of egocentric speech in children at an early and junior preschool age) is outlined.

В статье рассматриваются особенности формирования речи детей с врожденной расщелиной неба после ранней уранопластики. A longitudinal observation of the speech development of 193 young children with congenital cleft palate made it possible to distinguish 4 groups of children among them: 1) children whose speech development is formed in accordance with the age-related norm, 2) children with a phonetic disorder of speech typical of rhinolalia, 3) children with a phonetic disorder of speech accompanied by lexico-grammatical underdevelopment, 4) children with a systemic underdevelopment of speech in combination with marked non-verbal disorders.Taking into account the peculiarities of speech formation in children with congenital maxillofacial pathology, the authors of the article have developed a differentiated program of logopedic rehabilitation. Logopedic technologies for rehabilitation of rhinolalia are exceptionally urgent in the work with the children of the second and third groups. In relation to the children of the first group, these technologies have a preventive orientation, and for the children of the fourth group they are auxiliary rehabilitation means.

Актуальность. Статья посвящена коммуникации детей с нарушениями речи в условиях инклюзивного детского сада. Пребывание в среде здоровых детей благоприятно сказывается на социализации и формировании навыков общения у дошкольников с ОВЗ. Но между тем возможно противоречие между социальными условиями дошкольной инклюзии и реальными возможностями общения у некоторых детей. Данные противоречия затрагивают детей с нарушениями речи. Эти дети, в силу речевой патологии, не способны к полноценному общению. Следовательно, должна быть решена проблема коммуникации и социализации у дошкольников с расстройствами речи. Ход исследования. Проанализированы исследования по возрастной периодизации, в соответствии с которой развивается общение между дошкольниками, не имеющими речевых патологий. Автор статьи обращается к мозговой организации речи и показывает ее системный характер с точки зрения участия разных зон мозга. В качестве теоретического основания в статье даны две классификации нарушений речи, с помощью которых исследуются речевые патологии в детском возрасте; в дальнейшем в соответствии с этой классификацией по форме речевой патологии проводится работа по устранению дефектов речи. Статья имеет междисциплинарный характер и интегрирует психологию, педагогику и логопедию. Результаты исследования. Работа по коррекции речи начинается с диагностического этапа. Диагностическое обследование, устанавливающее состояние активной и пассивной речи у ребенка, базируется на положении о системном строении речевых функций. В статье показано, что речь имеет системное строение – от элементарных до наиболее сложных форм. И логопедические занятия имеют различные цели и структуру в зависимости от коррекционной направленности на тот или иной дефект речи. Дополнительно к логопедическим занятиям даются рекомендации по развитию этикетной речи и по формированию навыков коммуникации в рамках сюжетно-ролевой игры и театрализации. Выводы. Работа в детском саду по восстановлению речи сокращает «зону риска» по социализации. При достаточной коммуникации дети приобретают возможность полноценного включения в среду сверстников., The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved. Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy. Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization. Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

В статье изучается просодическая организация речи у детей дошкольного возраста с применением скрининг-диагностики. The problem of children's speech development is one of the most important issues of preschool general and special psychology and pedagogy, since speech occupies a special position in the hierarchy of mental and emotional-volitional processes. The prosodic organization of the speech flow is a significant aspect of this issue. Intonation is an integral part of speech. It is one of the most important components of language, which does not only organize oral speech, but also makes the communication process more informative. Timely detection of deviations from the normal course of development of the intonation aspect of speech in preschool children can allow timely organizing logopedic work aimed to form the expressiveness of speech and at the same time wake up the huge compensatory capabilities of the developing child's body to prevent the emergence of typological prosodico-intonational deviations.

В статье представлены материалы всероссийской с международным участием научно-практической конференция "Центральные механизмы речи", проходившей 24-26 октября 2022 г. в Санкт-Петербурге. The article summarizes the results of the X All-Russian (with international participation) scientific conference “Central Speech Mechanisms” dedicated to Prof. N. N. Traugott, held on October 24-26, 2022 in St. Petersburg. More than 1,000 people took part in this event; about 500 of them were full-time participants. 15 symposiums on various topics were organized, 179 speakers made oral and poster presentations, and 12 plenary lectures were delivered. The problems of early speech development, writing, bilingualism, assistive technologies for students with communication disorders, problems of online learning, speech disorders in comorbid pathology, and focal brain lesions were discussed. A round table discussion was held on the problem of differential diagnostics of speech disorders in childhood. The abstracts of the reports are published in the conference proceedings, some of the topics are layed out in more detail in the articles of this issue, as well as in a number of articles of the journal “Human Physiology”.

В статье рассматриваются особенности понятийного мышления учащихся 3-х классов с тяжелыми нарушениями речи и задержкой психического развития. The urgency of the study is determined by the fact that the results obtained prove the variability of manifestations of the irregularities of formation of verbal-logical thinking operations in children with learning disabilities based on the individualization of speech and cognitive peculiarities of development. At the present stage of education, students with disabilities deserve special attention. In view of this, first variants of adapted basic general education programs (ABGEP 5.1. and ABGEP 7.1), corresponding to the uniform educational standards for typical children, have been recommended by the Central Psycho-Medico-Pedagogical Council.The study examines the specific features of conceptual thinking of students with primary and secondary speech disorders, as well as their ability to perform comparison and generalization operations based on verbal material.

Early diagnosis of various speech disorders and the process of timely organization of speech therapy intervention has remained in the limelight․ Using the sensitive areas of child development for effective speech therapy intervention period, taking into consideration the fact that each stage of development creates a basis for further development was highly recommended. It is known that the diagnosis or assessment is based on the examination of the child, detailed anamnestic data collected, which presents the features of the child’s early development, starting from prenatal, natal, and postnatal development. In this case, it is very important to pay attention to the existence of harmful effects that occurred during pregnancy, traumas occurred, asphyxia, etc. It is a fact that early diagnosis of various speech disorders in children, as well as the organization of appropriate speech therapy intervention, allows avoiding more complex problems that may arise already at school age. Based on this the main aim of this paper is to review the existing literature in regards to organization education of children with speech disorders and speech therapy assessment and intervention within this frame and analyze the standpoint of different authors and sources.

The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying, Проаналізовано суть та значення формування психологічного простору як фактору успішної адаптації до школи дітей з порушенням мовлення. Визначено, що порушення психологічного простору дитини викликає хворобливе ставлення до всього навколишнього і сприяє утворенню внутрішнього психологічного конфлікту, що з неминучістю призводить до втрати навчальної мотивації, зниження пізнавальної активності, порушення стосунків з учителем та однолітками. Метою статті є довести, що формування психологічного простору сприятиме успішній адаптації дітей з порушенням мовлення до навчання в закладі початкової освіти. Методами дослідження окресленої проблеми є теоретичні методи, що дозволили відокремити положення, які потребували перевірки. Емпіричні методи дали змогу виявити рівень адаптованості дітей до навчання в закладі освіти, серед них: спостереження, бесіда, тестування, констатувальний експеримент, обробка результатів дослідження (представлена у відсотковому співвідношенні. З’ясовано, що психологічний простір, відчуття комфорту, безпеки є однією з найбільш важливих сфер життєдіяльності людини, а правильно побудований психологічний простір може забезпечити відчуття захищеності й в умовах школи під час періоду адаптації. Зазначається, що з метою полегшення адаптації дітей до навчання, в початковій ланці має проводитись глибоке та розширене діагностування готовності до навчальної діяльності та підготовча робота з дітьми, які мають недостатній рівень шкільної адаптації. Описано діагностичну процедуру та програму дослідження психологічного простору як фактору успішної адаптації до школи дітей з порушенням мовлення. Визначено умови формування особистісного простору молодшого школяра Зроблено висновок про те, що цілеспрямоване формування психологічного простору дає можливість забезпечити успішність процесу адаптації до навчання у школі. Психологічний простір, відчуття комфорту, безпеки є однією з найбільш важливих сфер життєдіяльності людини і з перших днів перебування дітей у школі, вчитель має подбати про те, щоб відвідування школи для дитини не було обтяжливим, щоб формувався пізнавальний мотив навчання, який домінував би у подальшому навчанні

Scientific indication chains with practical knowledge to prepare professionals to work effectively with children with speech disorders and their families. The importance of scientific evidence from around the world on speech disorders, assessment, analysis, diagnosis and intervention and its acquarance with practical knowledge to prepare speech therapists to work with children and their families is obvious and crucial. The significance of this issue becomes more valuable when changes and reforms are taking place within the educational system in the country - something that has happened in Armenia and still requires research and adjustments in the field. The following study is guided by the contemporary framework that directs the successful assessment of speech disorders in children: World Helth Organization’s International Classification of Functioning Disability and Health - Children and Youth (ICF-CY) (2007). The article provides comprehensive, legislative, practical and clinical information for modeling speech therapy assessment within the scope of new reforms taken place in the country.

To study and comment the importance of speech research process in the speech therapeutic correctional process, to discover how the objectivity of speech evaluation process is providing in Republic of Armenia. The process of studying, discovering and commenting the objectivity and the importance of speech research in Republic of Armenia will help to organize the first research stage of correcting and developing the speech. The experience shows, that the level of efficiency of speech correctional developing work generally depends on objectivity of research stage, the speech evaluation, and the reliability of data obtained. The methodology of the research of gathering information, processing and analyzing is based on quantitative method approach, which allows to combine quantitative data collection by using quantitative method, subsequently, having opportunity to make data based conclusions, based on digital patterns. The special developed test was used for speech therapists and for the relating field specialists (psychologists, special educators, art therapists, and etc.). The research has shown, that speech therapists and other specialists of the relating fields of Republic of Armenia attach importance of speech assessment process; the majority of respondents have his/her own speech evaluation tools, methods, and resources, however, none of them uses standardized test in order to highlight the features of speech, and, unfortunately, they state that their evaluation is not objective, but subjective and it may be questioned by other specialists and parents. However, it should also be stated that respondents unanimously noted, that there was a need of having speech assessment standardized tests, which would be relevant to the native language and as a result of test application objective results will be known.

В статье рассматривается уровень информированности родителей о значимости этапа эгоцентрической речи и способах его стимулирования у детей младшего дошкольного возраста с нарушениями речи. The researchers emphasize the importance of the stage of egocentric speech for the development of thinking and speech, behavior, communication and socialization of children. Problems of speech development can lead to the actual absence of this stage or to its underdevelopment. One of the important conditions for rehabilitation work aimed at development of egocentric speech is the engagement of the child's family in the rehabilitation environment via information technologies. The purpose of the study is to reveal the level of awareness of parents about the importance of the stage of egocentric speech and the ways to improve it. Questionnaire is the leading research method.

В статье представлены результаты экспериментального исследования по выявлению особенностей творческого воображения младших школьников с речевыми нарушениями. Modern society makes demands on the development of a person who must be able to creatively approach problem solving, think outside the box, respond flexibly and quickly to ongoing changes, and find the best way out of the current situation. In domestic education, the priority vector is the formation of students' competences in solving non-standard situations that have come to replace academic achievement. Based on the needs of society, the paradigm of education and the implementation of activity and competence-based approaches, the development of creative imagination, as an important component of the life competence of elementary school students, is an urgent issue. In order to study the influence of speech disorders on the development of the creative imagination of junior schoolchildren, the author conducted an experimental study, the results of which are reflected in this article.

В статье представлены результаты психолого-педагогической диагностики детей дошкольного возраста с тяжелыми нарушениями развития речи. This paper touches upon the problem of speechless children, which does not become less relevant despite the fact that a large number of studies have been devoted to it. The author attributes this to the fact that the causes of muteness have not been sufficiently revealed yet. Some of them are caused by auditory agnosias, while others are due to articulatory apraxias.

Раскрывается значение профессиональной подготовки учителей-логопедов к работе с детьми с речевыми нарушениями, методические стороны подготовки к ценностно-ориентированному воспитанию дошкольников с речевыми нарушениями, описываются группы ценностей, к которым необходимо приобщать детей в процессе проведения логопедических занятий. Описываются философские и психолого-педагогические труды в области ценностно-ориентированного воспитания дошкольников, научные подходы к профессиональной подготовке учителей-логопедов в области ценностно-ориентированного воспитания детей дошкольного возраста. Представлены разные содержательные характеристики и основы воспитания в системе педагогической аксиологии, этапы процесса постижения разных групп ценностей и их интериоризации, понятия, характерные для процесса воспитания целостного человека культуры. Выделяются методические аспекты подготовки к проектированию ценностно-ориентированного содержания воспитания и его включения в логопедическую работу с детьми, описаны основные содержательные характеристики каждой ценности в согласовании с лексическими темами, представлены подходы к развитию ценностных представлений у старших дошкольников с речевыми нарушениями с учетом эмоционального характера их постижения. Рассматривается влияние эмоциональной сферы на постижение детьми дошкольного возраста ценностей, описываются средства выражения своего отношения к обсуждаемой ценности, представлены виды заданий для детей на выражение отношения к ценностям. Описываются невербальные средства общения учителя-логопеда, служащие благоприятным фактором для постижения детьми дошкольного возраста ценностей. Выделяются направления эмоционального развития, представлены стимулы для проявления эмоциональных реакций, способы их актуализации при восприятии ценностных категорий. Рассматриваются способы сенсорного стимулирования дошкольников и характер подачи сенсорной информации., The article discloses the meaning of the professional training of the teachers-logopedists to work with children having speech disorders, the methodic aspects of preparation for the value-based upbringing of preschoolers with speech disorders. The groups of values to which children should be exposed in the process of speech therapy sessions are described. Philosophical and psycho-pedagogical works in the field of value-based education of preschool children, scientific approaches to the professional training of teachers of speech therapy in the field of value-based education of preschool children are presented. Different content characteristics and foundations of education in the system of pedagogical axiology, stages of comprehension process of different value groups and their interiorization, concepts characteristic of the process of bringing up an integral person of culture are described. The methodological aspects of preparation for value-based educational content design and its inclusion in speech therapy work with children are highlighted, the main content characteristics of each value in accordance with the lexical themes are described, approaches to the development of value representations in senior preschool children with speech disorders are presented, considering the emotional nature of their comprehension The influence of the emotional sphere on preschool children’s comprehension of values is considered, means of expression of the attitude towards the discussed values are described, types of tasks for children to express the attitude towards values are presented. The nonverbal means of communication of a speech therapist serving as a favorable factor for preschool children’s comprehension of values are described. The directions of emotional development are identified, the stimuli for emotional reactions expression and ways of their actualization during the perception of value categories are presented. The ways of sensory stimulation of preschool children and the nature of presenting sensory information are considered., Бизнес. Образование. Право, Выпуск 2 (59) 2022

The theoretical and practical significance of the results obtained lies in the development of software and methodological support for the organization of civil and patriotic education of children with speech disorders in a preschool education institution.

В статье представлен анализ неврологической симптоматики и механизмов нарушений двигательной сферы у дошкольников со стертой дизартрией. The article presents an analysis of the symptoms and mechanisms of motor disorders in preschoolers with trite dysarthria. The role of the child's motor activity in their cognitive development is specially noted. It is shown that the primary link in the mechanism of the impairment of development of children with trite dysarthria is a disturbance in the motor sphere.

В статье рассматривается патология голосового аппарата и причины развития гипотонусной дисфонии у подростков. The main tool of a person in society is a voice that makes communicative activity and social interaction possible. Dysphonia is a disorder of voice production, which impairs the quality of voice. Therefore, the responsibility for the formation of the voice function in adolescents with speech pathology falls on logopedists as specialists in the field of speech and voice production, and the prevention and treatment of voice disorders is carried out by a doctor-otorhinolaryngologist and/or phoniatrist.

В статье раскрываются особенности организации психолого-педагогического сопровождения обучающихся среднего дошкольного возраста с нарушением речи (с псевдобульбарной дизартрией и моторной алалией) в условиях образовательного центра. The article describes the peculiarities of the organization of psycho-pedagogical support for children of preschool age with speech disorders (with pseudobulbar dysarthria and motor alalia) under the conditions of a Center for Psychological, Pedagogical, Medical and Social Assistance.

В статье рассматриваются проблемы социализации детей дошкольного и младшего школьного возраста с дизартрией. The article discusses theoretical and practical aspects of socialization of children of preschool and junior school age with typical development. The article notes that the issue of socialization of children with speech impairment in pedagogical and psychological literature has not been properly studied yet.

В статье представлены результаты экспериментального исследования эффективности метода А. Томатиса в комплексном сопровождении детей младшего дошкольного возраста, имеющих отклонения от норм речевого развития. The article presents the results of an experimental study of the effectiveness of the method of A. Tomatis in the complex support for children of junior preschool age who have deviations from the typical speech development.

Problem of research: The modern parent is increasingly an active participant in the educational, correctional process, he is engaged in various discussions with speech therapists working with their child about the choice and application of productive correction methods. The parent is no longer excluded from the process of correction, but, on the contrary, he is in charge of overcoming disorders in children. Thus, the interaction of speech therapists and parents in the system of correctional and speech therapeutical assistance to children with different speech impairments of preschool age is relevant, since it requires revising and adjusting the methods of cooperation. Purpose: to show the features of the interaction of speech therapists and parents in the system of correctional and speech therapeutical help to children with various speech disorders of preschool age in the conditions of the modern correctional school. Methods: the work under study contains all the structural parts of a scientific experiment that reflects the qualitative assessment of the results obtained, which allows scrutinizing the various characteristics of the criteria studied. The present research also looks at the qualitative characteristics of organizational, methodological and other aspects of effective interaction between speech specialists and parents in the system of correctional and speech therapeutical assistance to children with various speech disorders of preschool age in educational establishments. Results: the article describes the identified difficulties in the interaction of speech therapists and parents in the system of correctional speech therapy for children. The current study revealed some difficulties in raising a child with various speech disorders in the family, as well as the preferred forms of communication. Conclusions and recommendations: organizational, methodological and other aspects of effective interaction of speech therapists and parents in the system of correction and speech therapy for children with various speech disorders of preschool age in an educational organization are revealed.

В статье рассматривается эффективность применения информационно-коммуникационных технологий и дистанционных форм логопедической работы с дошкольниками с тяжелыми нарушениями речи. The article singles out the most significant pedagogical conditions which should be taken into account by specialists while using ICT and remote forms of logopedic work with preschoolers.

В статье рассматриваются результаты нейропсихологического и лингвологопедического исследования особенностей дошкольников со стертой формой дизартрии. Modern trends in pedagogical and defectological education indicate a continuous increase in the number of children with various speech disorders and the complexity and mosaic nature of their defect structures, which affect the formation of the child's personality. Often, speech therapists find it difficult to formulate a logopedic conclusion and note an insufficient competence level to determine the primary, secondary and tertiary levels in the structure of the defect, and the difficulty in describing the syndromic picture of speech disorder.

В статье описываются результаты исследования семантического компонента чтения у учащихся второго класса с речевыми нарушениями. The article discusses the problem of timely examination of children with general speech underdevelopment in the context of modern educational practice.

Статья посвящена проблеме повышения эффективности логопедической коррекции нарушений лексико-грамматического строя и связной речи у детей старшего дошкольного возраста с тяжелыми нарушениями речи. This article deals with the problem of improving the effectiveness of logopedic treatment of violations of lexical and grammatical language structure and coherent speech in senior preschool children with severe speech disorders.

В статье рассматриваются актуальные подходы к развитию неречевых функций в системе коррекции дисграфии, позволяющие расширить диагностический и методический функционал школьного логопеда. The article provides a systematic review of current approaches to the development of the non-verbal functions in dysgraphia correction, expanding the diagnostic and methodological toolkit of the school speech therapists. The study is based on the method of systemic analysis that provides a comprehensive understanding of the development of mental functions as complex functional systems.

В статье рассматривается роль двигательного анализатора в развитии детей дошкольного возраста со стертой дизартрией с учетом анализа уровневой организации движений. The article looks at the role of the motor analyzer in the development of preschool children with trite dysarthria taking into account analysis of the level-based organization of movements.

Статья посвящена определению общего количества эндокринных нарушений щитовидной железы среди детей-логопатов по данным ультразвукового исследования (УЗИ). Автор подчеркивает, что в связи с тем, что среди детей с гипотиреозом распространенность речевых нарушений составляет 100%, заслуживает внимание обратный вопрос: «Какое количество эндокринных нарушений щитовидной железы может встречаться у детей-логопатов?». Методы исследования. В рамках социально-диспетчерской работы специалистов психолого-медико-педагогической комиссии (ПМПК) было организовано направление детей с нарушениями речи на ультразвуковое исследование щитовидной железы (УЗИ). При этом никто из воспитанников ранее не был обследован у врача-эндокринолога, не получал соответствующее лечение. Первая группа детей посещала логопедические занятия в Центре психолого-педагогической реабилитации и коррекции города Нижнеудинска в 2013–2014 учебном году. Вторая группа детей посещала дошкольное учреждение №208 в 2016–2017 учебном году. Проведенное исследование позволило сделать следующие выводы: у детей с нарушениями речи в 40% случаев действительно имеются ранее не выявленные эндокринные нарушения, заслуживающие пристального внимания и изучения со стороны медицинских работников, как первичного звена здравоохранения (института педиатрии), так и детских врачей-эндокринологов; потенциально нуждаются в помощи эндокринолога 29% детей с речевыми нарушениями. В работе представлен алгоритм направления родителей детей с речевыми нарушениями на консультацию к медицинским специалистам, в помощи которых, возможно, нуждается ребенок. Результаты исследования могут заинтересовать широкий круг медицинских и педагогических специалистов, работающих в системе школьных психолого-педагогических консилиумов, центральных и территориальных психолого-медико-педагогических комиссий в современных условиях реализации Федеральных государственных образовательных стандартов (ФГОС)., The article is devoted to determining the total number of endocrine disorders of the thyroid gland among children with speech disorders based on medical ultrasound data. The author of the article outlines that due to the fact that the prevalence of speech disorders is 100% among children with hypothyroidism, the following question deserves attention: “How many endocrine disorders can occur in children with speech disorders?”. Methods of research. Within the framework of the social and dispatching work of specialists of the psychological-medical-pedagogical commission, the referral of children with speech disorders to a medical ultrasound examination of the thyroid gland was organized. At the same time, none of the children had previously been examined by an endocrinologist or received appropriate treatment. The first group of children attended speech therapy classes at the Center for Psychological and Pedagogical Rehabilitation and Correction in Nizhneudinsk in the 2013-2014 academic year. The second group of children attended preschool educational institution №208 in the 2016-2017 academic year. The study allowed to draw the following key conclusions: in children with speech disorders in 40% of cases do have previously undetected endocrine disorders that deserve close attention and study by medical professionals, both of primary health care institution (Institute of Pediatrics) and pediatric endocrinologists; 29% of children with speech disorders potentially need the help of an endocrinologist. The algorithm for sending parents of children with speech disorders to consult medical specialists, whose help the child may need is presented in the article. The results of the study may be of interest to a wide range of medical and pedagogical specialists working in the system of school psychological and pedagogical councils, central and territorial psychological and medical and pedagogical commissions in the current conditions of the Federal State Educational Standards (FSES) implementation.

В статье рассматривается коррекционно-педагогическое воздействие на нарушения двигательной сферы у детей дошкольного возраста с минимальными дизартрическими расстройствами. The article deals with the approaches and the content of rehabilitation-pedagogical intervention in cases of motor impairments in preschoolers with minimal dysarthric disorders taking into account the level-specific organization of movements, localization of the micro-organic brain damage and a clinical form of a minimal dysarthric disorder.